Physical Education Curriculum Guide
Physical Education Curriculum Guide
Department of Education
DepEd Complex, Meralco Avenue
Pasig City
K to 12 Curriculum Guide
PHYSICAL EDUCATION
(Grade 1 to Grade 10)
May 2016
K to 12 BASIC EDUCATION CURRICULUM
CURRICULAR FRAMEWORK
Essentially, the K to 12 curriculum proposed in 2011 seeks to develop 21st century skills among its learners. These include the cognitive skills of critical thinking,
problem-solving and creative thinking; the social or interpersonal skills of communication, collaboration, leadership and cross-cultural skills; self- management skills of self-
monitoring and self-direction, as well as task or project management skills, and personal characteristics which are part of ethics, civic responsibility and accountability.
Fitness and movement education content is the core of the K to 12 PE Curriculum. It includes value, knowledge, skills and experiences in physical activity
participation in order to (1) achieve and maintain health-related fitness (HRF), as well as (2) optimize health. In particular, it hopes to instill an understanding of why HRF is
important so that the learner can translate HRF knowledge into action. Thus, self-management is an important skill. In addition, this curriculum recognizes the view that
fitness and healthy physical activity (PA) behaviors must take the family and other environmental settings (e.g. school, community and larger society) into consideration. This
curricular orientation is a paradigm shift from the previous sports-dominated PE curriculum aimed at athletic achievement.
Move to learn is the context of physical activity as the means for learning, while Learn to move embodies the learning of skills, and techniques and the acquisition of
understanding that are requisites to participation in a variety of physical activities that include exercise, games, sports, dance and recreation.
Learning Outcomes
The K to 12 PE Curriculum develops the students’ skills in accessing, synthesizing and evaluating information, making informed decisions, enhancing and advocating
their own and others’ fitness and health. The knowledge, understanding and skills underpin the competence, confidence and commitment required ofall students to live an
active life for fitness and health.
1. Habitual physical activity participation to achieve and maintain health-enhancing levels of fitness.
2. Competence in movement and motor skills requisite to various physical activity performances.
3. Valuing physical activities for enjoyment, challenge, social interaction and career opportunities.
4. Understanding various movement concepts, principles, strategies and tactics as they apply to the learning of physical activity.
Physical literacy is consists of movement, motor- and activity-specific skills. In the early grades the learners are taught the ‘what,’ ‘why’ and ‘how’ of the movement.
This progresses to an understanding of the ‘why’ of the movement which is achieved by developing more mature movement patterns and motor skills in a wide range and
variety of exercise, sports and dance activities to specifically enhance fitness parameters. The learners builds on these knowledge and skills in order to plan, set goals and
monitor their participation in physical activities (exercise, sports and dance) and constantly evaluate how well they have integrated this their personal lifestyle. This implies
the provision of ongoing and developmentally-appropriate activities so that the learners can practice, create, apply and evaluate the knowledge, understanding and skills
necessary to maintain and enhance their own as well as others’ fitness and health through participation in physical activities.
The curriculum also allows for an inclusive approach that understands and respects the diverse range of learners; thus, the program takes into account their needs,
strengths and abilities. This is to ensure that all learners have equivalent opportunities and choices in Physical Education.
The curriculum emphasizes knowing the ‘what’, ‘how’ and ‘why’ of movement. It focuses on developing the learners’ understanding of how the body responds,
adjusts and adapts to physical activities. This will equip the learner to become self-regulated and self-directed as a result of knowing what should be done and actually doing
it; is the learners are equally confident in influencing their peers, family, immediate community, and ultimately, society. These are all valuable 21st century skills which the K
to 12 PE Curriculum aspires for the learners to develop.
Learning Strands
The acquisition of physical literacy serves as the foundation for lifelong physical activity participation which is critical to maintaining and promoting health. Thus, the
health strand in the senior high school (SHS) is seamlessly integrated in the PE curriculum. This strand optimizes the learner’s potential for health and wellbeing and
contributes to building healthy, active communities. Thus, the course title, Health-optimizing PE or H.O.P.E.
K to 12 BASIC EDUCATION CURRICULUM
PHYSICAL LITERACY
Fundamental Activity-specific
Movement Skills Fundamental
Motor skills Activity
K ----1---2---3---4---5---6---7---8----9---10---11---12
Developmentally Standard
Activity-Based Integrated Inclusive
Appropriate based
The learner demonstrates understanding of the concept of physical fitness and physical activity in achieving, sustaining, and promoting an active life for fitness
and health
Body Management
Movement Skills
Physical Fitness
Grade 1
The learner demonstrates understanding of body awareness, space awareness, qualities of effort and movement relationships through participation in
Grade 2
enjoyable physical activities.
Grade 3
Grade 4
The learner demonstrates understanding of the importance of physical activity and physical fitness through participation in and assessment of physical
Grade 5 activities.
Grade 6
Grade 7 The learner demonstrates understanding of personal fitness in achieving an active lifestyle.
Grade 8 The learner demonstrates understanding of family and school fitness in sustaining an active lifestyle.
Grade 9 The learner demonstrates understanding of community fitness in sustaining and promoting an active lifestyle.
Grade 10 The learner demonstrates understanding of societal fitness in promoting an active lifestyle.
K to 12 BASIC EDUCATION CURRICULUM
Table 1a - Scope and Sequence of Physical Education from Grades 1-
Key Stage 1 3
Locations, Directions,
Body Shapes and Body Person, Objects, Sound
Levels, Pathways and Time, Force and Flow
Actions and Environment
Body management Planes
Movement skills
GRADE 2 Rhythms and dance
Games and sports Participation in enjoyable activities in different locomotor, non- locomotor and manipulative activities, folk dances,
Physical fitness rhythmic routines (ribbon, hoop, balls, indigenous/improvised materials), relays and races
Locations, Directions,
Body Shapes and Body Person, Objects, Sound
Levels, Pathways and Time, Force and Flow
Body management Actions and Environment
Planes
Movement skills
GRADE 3 Rhythms and dance
Games and sports Participation in enjoyable and challenging activities in different locomotor, non- locomotor and manipulative
Physical fitness activities ,simple folk dance, rhythmic routines (ribbon, hoop, balls, etc.)Lead-up and organized games(indigenous)
and corrective exercises.
Note: The scope and sequence for Grades 1 to 3 activities are integrative and inclusive in context.
Health-Enhancing Fitness 1
Physical fitness Assessments of physical activities and physical fitness (Health-related and skill-related)
Games and sports
GRADE 4 Target games,
Invasion games
striking/fielding games,
Rhythms and dance Folk, indigenous, ethnic, traditional and creative dances
Health-Enhancing Fitness 2
Physical fitness Assessments of physical activities and physical fitness (Health-related and skill-related)
Games and sports
GRADE 5 Target games,
Invasion games Wall/net games, invasion games
striking/fielding games
Rhythms and dance Folk, indigenous, ethnic, traditional and creative dances
Health-Enhancing Fitness 3
Physical fitness Assessments of physical activities and physical fitness (Health-related and skill-related)
Games and sports
GRADE 6 Target games,
Invasion games
striking/fielding games
Rhythms and dance Folk, indigenous, ethnic, traditional and creative dances
Note: The scope and sequence for Grades 4 to 6 are focused on health and skill enhancing activities, ensuring that they are integrative and inclusive in
context.
Personal Fitness
Exercise programs: Training Guidelines, FITT Principle
GRADE 7 Physical fitness Endurance and Muscle-and bone- strengthening activities
Games and sports Individual and Dual sports
Rhythms and dance Folk/indigenous, ethnic, traditional/festival dances
Family and School Fitness
Physical fitness Physical activity programs: Training Guidelines, FITT Principle
GRADE 8 Endurance and Muscle-and bone- strengthening activities
Games and sports Team Sports
Folk dances with Asian
Rhythms and dance
influence
Community Fitness
Physical fitness Lifestyle & Weight Management (Physical activities and eating habits)
GRADE 9
Sports officiating Active Recreation (indoor
Games and sports
& outdoor)
Rhythms and dance Social, ballroom dances and Festival dances
Societal Fitness
Physical fitness Lifestyle & Weight Management (Physical activities and eating habits)
GRADE 10 Games and sports Active Recreation (Sports)
Active Recreation (Other dance forms-Hip-hop, Street
Rhythms and dance
Dance, Cheer dance, Contemporary, etc.)
Note: The scope and sequence for Grades 7 to 10 are thematically organized; ensure that they are integrative and inclusive context.
Q1 Q2 Q3 Q4
Fitness/Exercise
GRADE 11 Aerobic, muscle and bone-strengthening
activities
Recreation
Aquatic and mountaineering activities
Note: Students can elect from the menu of physical activity courses
TIME ALLOTMENT FOR PHYSICAL EDUCATION
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
FIRST QUARTER /FIRST GRADING PERIOD
Body Awareness The learner . . . The learner . . . The learner . . .
(Different body parts and demonstrates performs with 1. describes the different parts of
their movements) understanding coordination the body and their movements PE1BM-Ia-b-1 MISOSA 4- module 4
awareness of body enjoyable through enjoyable physical
parts in preparation movements on activities
for participation in body awareness .
physical activities. 2. creates shapes by using different
PE1BM-Ic-d-2
body parts
3. shows balance on one, two, three,
PE1BM-Ie-f-3 MISOSA 4- module 4
four and five body parts
11. illustrates/demonstrate
acceptable responses to
PE1PF-IIa-h- MISOSA 4- module 1
challenges, successes, and
3
failures during participation in
motor fitness activities
12. demonstrates acceptable
responses to challenges,
successes, and failures during
participation in physical activities
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
FIRST QUARTER /FIRST GRADING PERIOD
Body Shapes The learner . . . The learner . . . The learner . . . Music, Art, Physical Education and
(Straight, curled, wide 1. describes body shapes Health 2.(Tagalog) DepEd.
and twisted) and demonstrates performs body shapes and actions PE3BM-Ia-b-1 Falculita, Rogelio F. et.al.2013.
Body Actions understanding of body and actions properly. pp. 295-296
(Walking, standing, shapes and body actions 2. performs body shapes and Music, Art, Physical Education and
sitting) in preparation for various actions Health 2.(Tagalog) DepEd.
PE3BM-Ic-d-15
movement activities Falculita, Rogelio F. et.al.2013.
pp. 297-299
3. creates body shapes and Music, Art, Physical Education and
actions Health 2.(Tagalog) DepEd.
PE3BM-Ie-f-2
Falculita, Rogelio F. et.al.2013. pp.
300-301
4. demonstrates momentary Music, Art, Physical Education and
stillness in symmetrical Health 2.(Tagalog) DepEd.
and asymmetrical shapes Falculita, Rogelio F. et.al.2013. pp.
PE3BM-Ig-h-16
using body parts other 300-301
than both feet as a base
of support
5. demonstrates movement
skills in response to PE3MS-Ia-h-1
sounds and music
6. identifies conditioning and Music, Art, Physical Education and
flexibility exercises that Health 2.(Tagalog) DepEd.
PE3PF-Ia-h-15
will improve posture Falculita, Rogelio F. et.al.2013. pp.
381-382
7. performs conditioning and Music, Art, Physical Education and
flexibility exercises that Health 2.(Tagalog) DepEd.
PE3PF-Ia-h-16
will improve body posture Falculita, Rogelio F. et.al.2013. pp.
381-382
8. engages in fun and Music, Art, Physical Education and
enjoyable physical activities Health 2.(Tagalog) DepEd.
PE3PF-Ia-h-2 Falculita, Rogelio F. et.al.2013.
Suggested learning activities pp. 303-305. 313-314
movement skills activities
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
(locomotor, non-locomotor
Body Shapes The learner . . . The learner . . . and manipulative skills)
(Straight, curled, wide folk dances (Tiklos/Kunday-
and twisted) and demonstrates performs body shapes kunday)
Body Actions understanding of body and actions properly. rhythmic routines (ribbon,
(Walking, standing, shapes and body actions hoop, balls, and any available
sitting) in preparation for various indigenous/improvised
movement activities materials)
lead up, organized
and indigenous games
corrective exercises
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
FIRST QUARTER /FIRST GRADING PERIOD
Assessment of The learner . . . The learner . . . The learner . . .
physical activities and 1. describes the physical PE4PF-Ia-16
physical fitness demonstrates participates and activity pyramid
understanding of assesses performance 2. explains the indicators for
PE4PF-Ia-17
participation and in physical activities. fitness
Target games assessment of 3. assesses regularly
(Tumbangpreso, physical activities and assesses physical participation in physical
PE4PF-Ib-h-18
tamaang-tao/batuhang physical fitness fitness activities based on
bola, tatsing), physical activity pyramid
striking/fielding 4. explains the EASE PE - module 2. pp. 6-7, 12-
games (syato, nature/background of PE4GS-Ib-1 13.
basagang palayok, the games
kickball)
5. describes the skills EASE PE - module 2.
Note: Games are not involved in the games PE4GS-Ib-2
limited to the above
6. observes safety
listed activities PE4GS-Ib-h-3
precautions
7. executes the different
PE4GS-Ic-h-4
skills involved in the game
8. recognizes the value of
participation in physical PE4PF-Ib-h-19
activities
9. displays joy of effort,
respect for others and fair
PE4PF-Ib-h-20
play during participation
in physical activities
10. explains health and skill
related fitness PE4PF-Ia-21
components
11. identifies areas for
improvement
PE4PF-Ib-h-22
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
SECOND QUARTER/ SECOND PERIOD
The learner . . . The learner . . . 12. describes the Philippines PE4PF-IIa-16
Assessment of physical activity pyramid
physical activities and demonstrates participates and 13. explains the indicators
PE4PF-IIa-17
physical fitness understanding of assesses performance for fitness
participation in and in physical activities. 14. assesses regularly
Invasion games assessment of participation in physical
PE4PF-IIb-h-18
(agawan base, lawin at physical activities and assesses physical activities based on
sisiw, agawanpanyo) physical fitness fitness physical activity pyramid
15. explains the
Note: Games are not nature/background of the PE4GS-IIb-1
limited to the above games
listed activities 16. describes the skills
PE4GS-IIb-2
involved in the games
17. observes safety
PE4GS-IIb-h-3
precautions
18. executes the different
PE4GS-IIc-h-4
skills involved in the game
19. recognizes the value of
participation in physical PE4PF-IIb-h-19
activities
20. displays joy of effort,
respect for others and fair
PE4PF-IIb-h-20
play during participation
in physical activities
21. explains health and skill
related fitness PE4PF-IIa-21
components
22. identifies areas for
PE4PF-IIb-h-22
improvement
THIRD QUARTER / THIRD GRADING
Assessment of The learner . . . The learner . . . 23. describes the Philippines
PE4PF-IIIa-16
physical activities and physical activity pyramid
physical fitness demonstrates participates and 24. explains the indicators for
PE4PF-IIIa-17
understanding of assesses performance fitness
Folk (Liki/Ba-Ingles), participation and in physical activities. 25. assesses regularly PE4PF-IIIb-h-
indigenous, ethnic, assessment of participation in physical 18
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
traditional and physical activity and assesses physical activities based on
creative dances physical fitness fitness physical activity pyramid
26. explains the
nature/background of the PE4GS-IIIb-1
Note: Dances available dance
in the area can be 27. describes the skills
PE4GS-IIIb-2
selected. involved in the dance
28. observes safety
PE4GS-IIIb-h-3
precautions
29. executes the different
skills involved in the PE4GS-IIIc-h-4
dance
30. recognizes the value of
PE4PF-IIIb-h-
participation in physical
activities 19
31. displays joy of effort,
respect for others during PE4PF-IIIb-h-
participation in physical 20
activities
32. explains health and skill
related fitness PE4PF-IIIa-21
components
33. identifies areas for
PE4PF-IIIa-22
improvement
FOURTH QUARTER/ FOURTH PERIOD
Assessment of The learner . . . The learner . . . 34. describes the Philippines
PE4PF-IVa-16
physical activities and physical activity pyramid
physical fitness demonstrates participates and 35. explains the indicators for
PE4PF-IVa-17
understanding of assesses performance fitness
Folk (Liki/Ba-Ingles), participation and in physical activities. 36. assesses regularly
indigenous, ethnic, assessment of participation in physical
traditional and physical activity and assesses physical activities based on PE4PF-IVb-h-18
creative dances physical fitness fitness Philippines physical
activity pyramid
Note: Dances available 37. explains the
in the area can be nature/background of the PE4RD-IVb-1
selected. dance
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
38. describes the skills
PE4RD-IVb-2
Assessment of The learner . . . The learner . . . involved in the dance
physical activities and 39. observes safety
precautions PE4RD-IVb-h-3
physical fitness demonstrates participates and
understanding of assesses performance 40. executes the different
participation and in physical activities. skills involved in the PE4RD-IVc-h-4
Folk (Liki/Ba-Ingles), assessment of dance
indigenous, ethnic, physical activity and assesses physical 41. recognizes the value of
traditional and physical fitness fitness participation in physical PE4PF-IVb-h-19
creative dances activities
42. displays joy of effort,
Note: Dances available respect for others during
PE4PF-IVb-h-20
in the area can be participation in physical
selected. activities
43. explains health and skill
related fitness PE4PF-IVa-21
components
44. identifies areas for
PE4PF-IVb-h-22
improvement
GRADE 5
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
FIRST QUARTER /FIRST GRADING PERIOD
Assessment of physical The learner . . . The learner . . . The learner . . .
activity and physical 1. describes the Philippines
PE5PF-Ia-16
fitness demonstrates participates and physical activity pyramid
understanding of assesses performance 2. explains the indicators for
fitness PE5PF-Ia-17
participation and in physical activities.
Target games assessment of 3. assesses regularly
(Tumbangpreso, physical activity and assesses physical participation in physical
PE5PF-Ib-h-
tamaang-tao/batuhang physical fitness fitness activities based on the
18
bola, tatsing), Philippines physical activity
pyramid
striking/fielding games
4. explains the Ease P.E - Module 2. pp. 4. 6-
(syato/,basagangpalayok,
nature/background of the PE5GS-Ib-1 7. 12-13
kickball) games
5. describes the skills involved
Note: Games are not PE5GS-Ib-2
in the games
limited to the above listed
activities 6. observes safety precautions PE5GS-Ib-h-3
7. executes the different skills
PE5GS-Ic-h-4
involved in the game
8. recognizes the value of
PE5PF-Ib-h-
participation in physical
activities 19
9. displays joy of effort,
respect for others and fair PE5PF-Ib-h-
play during participation in 20
physical activities
10. explains health and skill
PE5PF-Ia-21
related fitness components
11. identifies areas for
improvement
PE5PF-Ib-h-
22
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
SECOND QUARTER / SECOND GRADING
Assessment of physical The learner . . . The learner . . . 12. describes the Philippines
PE5PF-IIa-16
activities and physical physical activity pyramid
fitness demonstrates participates and assesses 13. explains the indicators for
PE5PF-IIa-17
understanding of performance in physical fitness
Invasion games participation in and activities. 14. assesses regularly
(agawan base, lawin at assessment of participation in physical
sisiw, agawanpanyo) physical activity and assesses physical fitness PE5PF-IIb-h-
activities based on the
physical fitness 18
Philippines physical activity
Note: Games are not pyramid
limited to the above listed 15. explains the
activities nature/background of the PE5GS-IIb-1
games
16. describes the skills
PE5GS-IIb-2
involved in the games
17. observes safety PE5GS-IIb-h-
precautions 3
18. executes the different PE5GS-IIc-h-
skills involved in the game 4
19. recognizes the value of
PE5PF-IIb-h-
participation in physical
19
activities
20. displays joy of effort,
respect for others and fair PE5PF-IIb-h-
play during participation in 20
physical activities
21. explains health and skill
PE5PF-IIa-21
related fitness components
22. identifies areas for PE5PF-IIb-h-
improvement 22
THIRD QUARTER/ THIRD PERIOD
Assessment of The learner . . . The learner . . . 23. describes the Philippines PE5PF-IIIa-
physical activities and physical activity pyramid 16
physical fitness demonstrates participates and 24. explains the indicators for PE5PF-IIIa-
fitness 17
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
understanding of assesses performance 25. assesses regularly
participation and in physical activities. participation in physical
PE5PF-IIIb-
Folk (Cariñosa/ Polka assessment of activities based on the
h-18
saNayon), indigenous, physical activity and assesses physical Philippines physical activity
pyramid
ethnic, traditional and physical fitness fitness
26. explains the 1. Enjoy Life with P.E and
creative dances
nature/background of the Health II. Darilag,
dance Agripino G. et.al. 2012.
Note: Dances available pp. 127. 134. 143. 152.
in the area can be 153.*
selected. PE5RD-IIIb-1
2. EdukasyongPangkatawan,
Kalusugan at Musika III.
Adriano, Celia T. et.al.
1999. p. 31.*
27. describes the skills Enjoy Life with P.E and
involved in the dance PE5RD-IIIb-2 Health II. Darilag, Agripino G.
et.al. 2012. pp. 128-161.*
28. observes safety PE5RD-IIIb-
precautions h-3
29. executes the different Enjoy Life with P.E and
PE5RD-IIIc-
skills involved in the dance Health II. Darilag, Agripino G.
h-4
et.al. 2012. pp. 128-161.*
30. recognizes the value of
PE5PF-IIIb-
participation in physical
h-19
activities
31. displays joy of effort,
respect for others during PE5PF-IIIb-
participation in physical h-20
activities
32. explains health and skill PE5PF-IIIa-
related fitness components 21
33. identifies areas for
improvement
PE5PF-IIIb-
h-22
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
FOURTH QUARTER/ FOURTH PERIOD
Assessment of physical The learner . . . The learner . . . 34. describes the Philippines
PE5PF-IVa-16
activities and physical physical activity pyramid
fitness demonstrates participates and assesses 35. explains the indicators for
fitness PE5PF-IVa-17
understanding of performance in physical
Folk (Cariñosa/ Polka participation and activities. 36. assesses regularly participation
saNayon), indigenous, assessment of in physical activities based on PE5PF-IVb-h-
ethnic, traditional and physical activity and assesses physical fitness the Philippines physical activity 18
creative dances physical fitness pyramid
37. explains the 1. EdukasyongPangkatawan,
Note: Dances available in nature/background of the Kalusugan at Musika III.
the area can be selected. dance Adriano, Celia T. 1999. p.
31.*
PE5RD-IVb-1 2. Enjoy Life with P.E and
Health II. Darilag,
Agripino G. et.al. 2012.
pp. 127. 134. 143. 152.
153.*
38. describes the skills involved in Enjoy Life with P.E and
the dance PE5RD-IVb-2 Health II. Darilag, Agripino G.
et.al. 2012. pp. 128-161.*
39. observes safety precautions PE5RD-IVb-
h-3
40. executes the different skills Enjoy Life with P.E and
PE5RD-IVc-h-
involved in the dance Health II. Darilag, Agripino G.
4
et.al. 2012. pp. 128-169.*
41. recognizes the value of
PE5PF-IVb-h-
participation in physical
19
activities
42. displays joy of effort, respect
PE5PF-IVb-h-
for others during participation
in physical activities 20
43. explains health and skill related
PE5PF-IVa-21
fitness components
44. identifies areas for PE5PF-IVb-h-
improvement 22
GRADE 6
PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS
FIRST QUARTER /FIRST GRADING PERIOD
Assessment of The learner . . . The learner . . . The learner . . .
physical 1. describes the Philippines
PE6PF-Ia-16
activities and demonstrates participates and physical activity pyramid
physical fitness understanding of assesses performance 2. explains the indicators
PE6PF-Ia-17
participation and in physical activities. for fitness
assessment of physical 3. assesses regularly
Target games activity and physical assesses physical participation in physical
(Tumbang preso, fitness fitness activities based on the PE6PF-Ib-h-18
tamaang- Philippines physical
tao/batuhang activity pyramid
bola, tatsing), 4. explains the EASE P.E Module 2 pp.6-7,12-13
striking/fielding nature/background of PE6GS-Ib-1
games the games
(syato/,basagang 5. describes the skills EASE P.E Module 2 pp.6-7,12-13
palayok, kickball) involved in the games PE6GS-Ib-2
6. observes safety
PE6GS-Ib-h-3
precautions
Note: Games are
7. executes the different
not limited to the
skills involved in the PE6GS-Ic-h-4
above listed
game
activities
8. recognizes the value of
participation in physical PE6PF-Ib-h-19
activities
9. displays joy of effort,
respect for others and
fair play during PE6PF-Ib-h-20
participation in physical
activities
10. explains health and skill
related fitness PE6PF-Ia-21
components
11. identifies areas for
improvement PE6PF-Ib-h-22
PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS
SECOND QUARTER/ SECOND PERIOD
Assessment of The learner . . . The learner . . . 12. describes the
physical Philippines physical PE6PF-IIa-16
activities and demonstrates participates and activity pyramid
physical understanding of assesses performance 13. explains the indicators
PE6PF-IIa-17
fitness participation in and in physical activities. for fitness
assessment of physical 14. assesses regularly
activities and physical assesses physical participation in physical
Invasion games fitness fitness activities based on the PE6PF-IIb-h-18
(agawan base, Philippines physical
lawin at sisiw, activity pyramid
agawan panyo)
15. explains the
Note: Games are nature/background of PE6GS-IIb-1
not limited to the the games
above listed 16. describes the skills
activities PE6GS-IIb-2
involved in the games
17. observes safety
PE6GS-IIb-h-3
precautions
18. executes the different
skills involved in the PE6GS-IIc-h-4
game
19. recognizes the value of
participation in physical PE6PF-IIb-h-19
activities
20. displays joy of effort,
respect for others and
fair play during PE6PF-IIb-h-20
participation in physical
activities
21. explains health and skill
related fitness PE6PF-IIa-21
components
22. identifies areas for
improvement
PE6PF-IIb-h-22
PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS
THIRD QUARTER/ THIRD PERIOD
Assessment of The learner . . . The learner . . . 23. describes the
physical Philippines physical PE6PF-IIIa-16
activities and demonstrates participates and activity pyramid
physical understanding of assesses performance 24. explains the indicators
PE6PF-IIIa-17
fitness participation and in physical activities. for fitness
assessment of physical 25. assesses regularly
Folk (Itik-itik for activity and physical assesses physical participation in physical
girls and fitness fitness activities based on the PE6PF-IIIb-h-18
Maglalatik for Philippines physical
boys), activity pyramid
indigenous, 26. explains the
ethnic, nature/background of PE6RD-IIIb-1
traditional and the dance
creative dances
27. describes the skills
Note: Dances PE6RD-IIIb-2
involved in the dance
available in the 28. observes safety
area can be PE6RD-IIIb-h-3
precautions
selected. 29. executes the different
skills involved in the PE6RD-IIIc-h-4
dance
30. recognizes the value of
participation in physical PE6PF-IIIb-h-19
activities
31. displays joy of effort,
respect for others
PE6PF-IIIb-h-20
during participation in
physical activities
32. explains health and skill
related fitness PE6PF-IIIa-21
components
33. identifies areas for
improvement
PE6PF-IIIb-h-22
PERFORMANCE
CONTENT CONTENT STANDARDS LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS
FOURTH QUARTER/ FOURTH PERIOD
Assessment of The learner . . . The learner . . . 34. describes the
physical Philippines physical PE6PF-IVa-16
activities and demonstrates participates and activity pyramid
physical understanding of assesses performance 35. explains the indicators
PE6PF-IVa-17
fitness participation and in physical activities. for fitness
assessment of physical 36. assesses regularly
Folk (Itik-itik for activity and physical assesses physical participation in physical
girls and fitness fitness activities based on the PE6PF-IVb-h-18
Maglalatik for Philippines physical
boys), activity pyramid
indigenous, 37. explains the
ethnic, nature/background of PE6RD-IVb-1
traditional and the dance
creative dances
38. describes the skills
Note: Dances PE6RD-IVb-2
involved in the dance
available in the 39. observes safety
area can be PE6RD-IVb-h-3
precautions
selected. 40. executes the different
skills involved in the PE6RD-IVc-h-4
dance
41. recognizes the value of
participation in physical PE6PF-IVb-h-19
activities
42. displays joy of effort,
respect for others
PE6PF-IVb-h-20
during participation in
physical activities
43. explains health and skill
related fitness PE6PF-IVa-21
components
44. identifies areas for
PE6PF-IVb-h-22
improvement
GRADE 7
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
FIRST QUARTER /FIRST GRADING PERIOD
Exercise Programs: The learner . . . The learner . . . The learner . . . OHSP PE 1 Q1 – module 1
1. undertakes physical activity
PE7PF-Ia-h-
Training Guidelines, FITT demonstrates designs an and physical fitness
23
Principles understanding of individualized assessments
guidelines and exercise program 2. sets goals based on PE7PF-Ia- OHSP PE 1 Q1 – module 1
Endurance, Muscle- and Bone- principles in to achieve assessment results 24
strengthening Activities: exercise program personal fitness 3. identifies training OHSP PE 1 Q1 – module 1
a. individual sports design to achieve PE7PF-Ib-
guidelines and FITT
1. running personal fitness 25
principles
2. rhythmic 4. recognizes barriers(low OHSP PE 1 Q1 – module 1
sportive PE7PF-Ib-
level of fitness, lack of
gymnastics 26
skill and time) to exercise
3. swimming PE7PF-Ic- OHSP PE 1 Q1 – module 1
b. dual sports 5. prepares an exercise
27
1. badminton program
2. table tennis 1. OHSP PE 1 Q2 module1
3. tennis 2. OHSP PE 1 Q2 module2
c. combative sports 3. OHSP PE 1 Q2 module3
1. arnis(anyo) 4. OHSP PE 1 Q3 module 1
2. taekwondo(poomsae) 5. Enjoy Life with P.E and Health II.
3. karate(kata) Darilag, Agripino G. et.al 2012.
Note: Activities dependent on P. 69.*
6. describes the nature and
teacher capability and school PE7GS-Id-5 6. EdukasyongPangkatawan,Kalusugan
background of the sport
resources. at Musika III. Adriano, Celia T.
et.al. 1999. Pp. 73-74.90.*
7. EdukasyongPangkatawan,
Kalusugan at Musika I. Abejo, Mary
Placid. Et.al. DepEd. 1994. Pp. 164.
173. 181-182.268
1. OHSP PE 1 Q2 module1
7. executes the skills
PE7GS-Id- 2. OHSP PE 1 Q2 module2
involved in the sport
h-4 3. OHSP PE 1 Q2 module3
4. OHSP PE 1 Q3 module 1
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
5. Enjoy Life with P.E and Health II.
Exercise Programs: The learner . . . The learner . . . Darilag, Agripino G. et.al. 2012. pp.
72-73.*
Training Guidelines, FITT demonstrates designs an 6. EdukasyongPangkatawan,
Principles understanding of individualized Kalusugan at Musika I. Abejo, Mary
guidelines and exercise program Placid. et.al. DepEd. 1994. Pp. 166-
Endurance, Muscle- and Bone- principles in to achieve 170. 175-178. 183-185. 269-285.
strengthening Activities: exercise program personal fitness 8. monitors periodically OHSP PE 1 Q1 – module 1
a. individual sports design to achieve PE7PF-Id-h-
one’s progress towards
1. running personal fitness 28
the fitness goals
2. rhythmic
sportive 9. distinguishes from OHSP PE 1 Q1 – module 1
gymnastics fallacies and
3. swimming misconceptions about the PE7PF-Id-
b. dual sports physical activity 29
1. badminton participation
2. table tennis
3. tennis 10. performs appropriate OHSP PE 1 Q1 – module 1
c. combative sports first aid for sports-related
1. arnis(anyo) injuries (e.g. PE7PF-Id-
2. taekwondo(poomsae) cramps,sprain, heat 30
3. karate(kata) exhaustion)
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
FIRST QUARTER/ FIRST GRADING
Exercise Programs: The learner . . . The learner . . . The learner. . . OHSP PE 1 Q1 – module 1
1. undertakes physical activity
PE8PF-Ia-h-23
Training Guidelines, demonstrates designs a physical and physical fitness
FITT Principles understanding of activity program for assessments
guidelines and the family/school 2. conducts physical activity and OHSP PE 1 Q1 – module 1
Endurance, Muscle- and principles in peers to achieve physical fitness assessments PE8PF-Ib -36
Bone-strengthening exercise program fitness of family/school peers
Activities: design to achieve OHSP PE 1 Q1 – module 1
3. sets goals based on
team sports (basketball, fitness PE8PF-Ia-24
assessment results
volleyball,
football/futsal, goalball, 4. identifies training guidelines OHSP PE 1 Q1 – module 1 p.13
PE8PF-Ib-25
softball, baseball) and FITT principles
5. recognizes barriers (low level OHSP PE 1 Q1 – module 1
of fitness, lack of skill and PE8PF-Ib-26
Note: Activities time) to exercise
dependent on teacher 6. prepares a physical activity OHSP PE 1 Q1 – module 1
capability and school PE8PF-Ic-27
program
resources. 1. EASE PE - module 5 p.4.
2. Enjoy Life with P.E and Health
II. Darilag, Agripano G. et.al.
7. describes the nature and 2012. pp. 87-97. 110-118.*
PE8GS-Id-1
background of the sport 3. Edukasyong Pangkatawan,
Kalusugan at Musika III.
Adriano, Celia T. et.al. 1999.
pp. 102-114. 123-124.*
1. EASE PE - module 5 pp.9-13
2. Life with P.E and Health II.
Darilag, Agripino G. et.al. 2012.
8. executes the skills involved in pp. 88-94.*
PE8GS-Id-h-4
the sport
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
1. OHSP PE 1 Q1 – module 1
Exercise Programs: The learner . . . 2. Enjoy Life with P.E and Health
II. Darilag, Agripino G. et.al.
Training Guidelines, designs a physical 9. monitors periodically progress PE8PF-Id-h-28 2012. pp. 162-166.*
FITT Principles activity program for towards the fitness goals 3. Edukasyong Pangkatawan,
the family/school Kalusugan at Musika III.
Endurance, Muscle- and peers to achieve Adriano, Celia T. et.al. 1999.
Bone-strengthening fitness pp. 9-10.*
Activities: 10. distinguishes facts from OHSP PE 1 Q1 – module 1
team sports (basketball, fallacies and misconceptions
PE8PF-Id-29
volleyball, about physical activity
football/futsal, goalball, participation
softball, baseball) 1. OHSP PE 1 Q1 – module 1
2. Enjoy Life with P.E and Health
11. performs appropriate first aid III. Darilag, Agripino G. et.al.
Note: Activities for injuries and emergency 2012. pp. 212-232.*
PE8PF-Id-30
dependent on teacher situations in physical activity 3. EdukasyongPangkatawan,
capability and school and sport settings Kalusugan at Musika I. DepEd.
resources. Abejo, Mary Placid. et.al. 1994.
P. 52
12. assumes responsibility for OHSP PE 1 Q1 – module 1
PE8PF-Id-h-31
achieving fitness
OHSP PE 1 Q1 – module 1
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
FIRST QUARTER /FIRST GRADING PERIOD
Lifestyle and Weight The learner . . . The learner . . . The learner . . . OHSP PE 1 Q1 – module 1
Management (physical 1. undertakes physical activity
activity and eating habits) demonstrates maintains an active and physical fitness PE9PF-Ia-h-23
understanding of lifestyle to influence assessments
lifestyle and weight the physical activity 2. assesses eating habits based OHSP PE 1 Q1 – module 1
management to participation of the on the Philippine Food PE9PF-Ia-39
promote community Pyramid/My Food Plate
Sports Officiating community fitness 3. determines risk OHSP PE 1 Q1 – module 1
practices healthy factors(obesity, physical
eating habits that inactivity, poor nutrition,
support an active smoking) for major non
PE9PF-Ia-40
lifestyle communicable diseases
lifestyle-related (e.g.
diabetes, heart disease,
stroke, cancer)
1. OHSP PE 1 Q1 – module 1
2. OHSP PE 1 Q2 - modules 1
3. OHSP PE 1 Q2 - modules 2
4. officiates pratice and 4. OHSP PE 1 Q2 - modules 3
PE9GS-Ib-h-5
competitive games 5. EdukasyongPangkatawan,
Kalusugan at Musika III.
Adriano, Celia T. et.al. 1999.
Pp. 101-124.*
5. distinguishes facts from myths OHSP PE 1 Q1 – module 1
PE9PF-Ia-29
and misinformation
associated with eating habits
1. OHSP PE 1 Q1 – module 1
2. Enjoy Life with P.E and Health
6. monitors periodicallyone’s
II. Darilag, Agripino G. et.al.
progress towards the fitness PE9PF-Ib-h-28
2012. Pp. 162-166.*
goals
3. EdukasyongPangkatawan,
Kalusugan at Musika III.
Adriano, Celia T. et.al. 1999.
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
Pp. 9-10.*
1. OHSP PE 1 Q1 – module 1
Lifestyle and Weight The learner . . . The learner . . . 7. performs appropriate first aid 2. Enjoy Life with P.E and Health.
Management (physical for injuries and emergency Darilag, Agripino G. et.al.
activity and eating habits) demonstrates maintains an active situations in physical activity PE9PF-Ib-30 2012. Pp. 212-232.*
understanding of lifestyle to influence and sports settings (e.g. 3. EdukasyongPangkatawan,
lifestyle and weight the physical activity cramps,sprain, heat Kalusugan at Musika I.
management to participation of the exhaustion) Abejo, Mary Placid. et.al.
promote community DepEd.
Sports Officiating community fitness 1994. P. 52
practices healthy 8. involves oneself in community OHSP PE 1 Q1 – module 1
eating habits that service through sports
support an active PE9PF-Ie-h-41
officiating and physical activity
lifestyle programs
OHSP PE 1 Q1 – module 1
26. monitors periodically one’s
PE9PF-IIIb-h-
progress towards the fitness
28
goals
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
FIRST QUARTER /FIRST GRADING PERIOD
Lifestyle and Weight The learner . . . The learner . . . 1. OHSP PE 1 Q1 – module 1
Management (physical 2. Edukasyong Pangkatawan,
activity and eating habits) demonstrates maintains an active Kalusugan at Musika III. Adriano,
understanding of lifestyle to influence Celia T. et.al. 1999. pp. 19-25.*
The learner . . .
lifestyle and the physical activity 3. Edukasyong Pangkatawan,
1. assesses physical activity,
Active Recreation weight participation of the PE10PF-Ia-h- Kalusugan at Musika I. DepEd.
exercise and eating habits
(sports) management to community and 39 Abejo, Mary Placid. et.al. 1994. pp.
promote societal society 76-80
Suggested activities fitness 4. Enjoy life with P.E and Health II.
practices healthy Darilag, Agripino G. et.al. 2012. pp.
1. individual and dual eating habits that 40-45.*
sports support an active 2. determines risk factors OHSP PE 1 Q1 – module 1
2. team sports lifestyle related to lifestyle diseases
3. fitness activities PE10PF-Ia-40
(obesity, diabetes, heart
(strength training, disease)
running and 1. OHSP PE 1 Q1 – module 1
3. engages in moderate to
walking for fitness, 2. OHSP PE 1 Q2 – module 1
vigorous physical activities PE10PF-Ib-h-
yoga, group 3. OHSP PE 1 Q2 – module 2
for at least 60 minutes a day 45
exercises) 4. OHSP PE 1 Q2 – module 3
in and out of school 5. OHSP PE 1 Q3 – module 1
1. EASE PE - module 2
2. EASE PE - module 5
3. OHSP PE 1 Q1 – module 1
4. applies correct techniques to PE10PF-Ib-h-
4. OHSP PE 1 Q2 – module 1
minimize risk of injuries 56
5. OHSP PE 1 Q2 – module 2
6. OHSP PE 1 Q2 – module 3
7. OHSP PE 1 Q3 – module 1
5. analyzes the effects of media OHSP PE 1 Q1 – module 1
and technology on fitness PE10PF-Ib-46
and physical activity
6. critiques (verifies and OHSP PE 1 Q1 – module 1
validates) media information PE10PF-Ib-47
on fitness and physical
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
activity issues
7. expresses a sense of purpose OHSP PE 1 Q1 – module 1
and belongingness by
PE10PF-Ib-h-
participating in physical
48
activity-related community
services and programs
SECOND QUARTER/ SECOND PERIOD
Lifestyle and Weight The The learner 8. assesses physical activities, PE10PF-IIa-h- OHSP PE 1 Q1 – module 1
Management (physical learner ... ... exercises and eating habits 39
activity and eating habits) 9. determines risk factors OHSP PE 1 Q1 – module 1
demonstrates maintains an active related to lifestyle diseases PE10PF-IIa-
Active Recreation understanding of lifestyle to influence (obesity, diabetes, heart 40
(sports) lifestyle and the physical activity disease)
weight participation of the 1. EASE PE - module 2
Suggested activities management to community and 2. EASE PE - module 5
10. engages in moderate to
promote societal society 3. OHSP PE 1 Q1 – module 1
vigorous physical activities for PE10PF-IIc-h-
1. individual and dual fitness 4. OHSP PE 1 Q2 – module 1
at least 60 minutes a day in 45
sports practices healthy 5. OHSP PE 1 Q2 – module 2
and out of school
2. teams sports eating habits that 6. OHSP PE 1 Q2 – module 3
3. fitness activities support an active 7. OHSP PE 1 Q3 – module 1
(strength training, lifestyle 1. EASE PE - module 2
running and walking 2. EASE PE - module 5
for fitness, yoga, group 3. OHSP PE 1 Q1 – module 1
11. applies correct techniques to PE10PF-IIc-h-
exercises) 4. OHSP PE 1 Q2 – module 1
minimize risk of injuries 56
5. OHSP PE 1 Q2 – module 2
6. OHSP PE 1 Q2 – module 3
7. OHSP PE 1 Q3 – module 1
12. analyzes the effects of OHSP PE 1 Q1 – module 1
PE10PF-IIb-
media and technology on
46
fitness and physical activity
13. critiques (verifies and OHSP PE 1 Q1 – module 1
validates) media information PE10PF-IIb-
on fitness and physical 47
activity issues
14. expresses a sense of purpose OHSP PE 1 Q1 – module 1
PE10PF-IIc-h-
and belongingness by
48
participating in physical
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
activity-related community
services and programs
THIRD QUARTER/ THIRD PERIOD
Other Dance Forms The The learner 15. assesses physical activities, PE10PF-IIIa- OHSP PE 1 Q1 – module 1
(Hip-hop, Street learner ... ... exercises and eating habits h-39
dance, 16. determines risk factors OHSP PE 1 Q1 – module 1
Cheer dance, Contemporary demonstrates maintains an active related to lifestyle diseases PE10PF-IIIa-
dance) understanding of lifestyle to influence (obesity, diabetes, heart 40
lifestyle and the physical activity disease)
weight participation of the 17. engages in moderate to OHSP PE 1 Q4 – module 1
management to community and vigorous physical activities PE10PF-IIIc-
promote societal society for at least 60 minutes a day h-45
fitness in and out of school
practices healthy 18. applies correct techniques to PE10PF-IIIc- OHSP PE 1 Q4 – module 1
eating habits that minimize risk of injuries h-56
support an active 19. analyzes the effects of media OHSP PE 1 Q1 – module 1
lifestyle PE10PF-IIIb-
and technology on fitness
46
and physical activity
20. critiques (verifies and OHSP PE 1 Q1 – module 1
validates) media information PE10PF-IIIb-
on fitness and physical 47
activity issues
21. expresses a sense of OHSP PE 1 Q1 – module 1
purpose and belongingness
PE10PF-IIIc-
by participating in physical
h-48
activity-related community
services and programs
22. recognizes the needs of OHSP PE 1 Q1 – module 1
PE10PF-IIIc-
others in real life and in
h-49
meaningful ways
FOURTH QUARTER/ FOURTH PERIOD
Other Dance Forms The The learner ... 23. assesses physical activities, PE10PF-IVa- OHSP PE 1 Q1 – module 1
(Hip-hop, Street dance, learner ... exercises and eating habits h-39
Cheer dance, Contemporary maintains an active 24. determines risk factors OHSP PE 1 Q1 – module 1
dance) demonstrates lifestyle to related to lifestyle diseases PE10PF-IVa-
understanding of influence the (obesity, diabetes, heart 40
lifestyle and physical activity disease)
participation of the
CONTENT PERFORMANCE
CONTENT LEARNING COMPETENCY CODE LEARNING MATERIALS
STANDARDS STANDARDS
weight community and 25. engages in moderate to OHSP PE 1 Q4 – module 1
management to society vigorous physical activities PE10PF-IVc-h-
promote societal for at least 60 minutes a 45
Other Dance Forms fitness practices healthy day in and out of school
(Hip-hop, Street dance, eating habits that 26. applies correct techniques PE10PF-IVc-h- OHSP PE 1 Q4 – module 1
Cheer dance, Contemporary support an active to minimize risk of injuries 56
dance) lifestyle 27. analyzes the effects of OHSP PE 1 Q1 – module 1
media and technology on PE10PF-IVb-
fitness and physical 46
activity
28. critiques (verifies and OHSP PE 1 Q1 – module 1
validates) media PE10PF-IVb-
information on fitness and 47
physical activity issues
29. expresses a sense of OHSP PE 1 Q1 – module 1
purpose and
PE10PF-IVc-h-
belongingness by
48
participating in physical
activity-related
30. recognizes the needs of OHSP PE 1 Q1 – module 1
PE10PF-IIIc-
others in real life and in
h-49
meaningful ways
GLOSSARY
Dehydration Excessive loss of body water with an accompanying disruption of metabolic processes
Directions refer to linear-forward and backward, lateral sideward and multi- directional movement
Disaster A sudden or serious disruption of life caused by nature or humans that creates or threatens to create injuries to a number of person or properties
Dynamic Flexibility is doing flexibility exercises while moving
Ethical behaviour Acting in ways that are consistent with one’s personal values and commonly held norms of the society.
Ethical standards Principles that promote values such as trust, good behaviour, fairness and kindness
Exercise program A carefully designed plan for improving health or fitness.
Feasibility
Assessment of how beneficial or practical the development of a particular system will be to an event.
assessment
First aid An immediate and temporary care given to a person who suddenly gets ill or injured
Flexibility Is the ability of a person to bend or stretch without hurting themselves.
Flow Refers to smoothness of movement
Force Refers to light, lighter, lightest/strong, stronger and strongest
Gallop Feet face forward, step forward & close with the trail foot, step & close… (Same foot always leads).
Game statistics A metric of one’s game or competition performance in specific sports terms such as game point average, assists, errors, home runs, etc.
General space Is an unlimited area where you move from one place to another.
Group dynamics Behavioural and psychological processes which occur within a group
Head level dribbling It is dribbling the balloon the head level/head and waist in between.
Heat fatigue A heat exhaustion which is a milder form of heat-related illness that can occur after prolonged exposure to high temperature.
Heat stroke A life threatening condition with symptoms of high body temperature, rapid pulse and difficulty of breathing.
Hop Push off 1 foot, land on same foot. Vertical or horizontal
Hyperthermia An elevated body temperature due to failed thermoregulation that occurs when the body produces or absorbs more heat that it dissipates
Hypothermia A condition in which core temperature drops below the required temperature (37 0 C)for normal metabolism and body functions
GLOSSARY
Safety awareness Knowledge of safety issues and of potential hazards to reduce risk and threat to life
Self-efficacy Belief in one’s ability to complete a task or reach one’s goal.
Simulation The act of imitating the behaviour of some situation or process by means of something similar for the purpose of studying and training
Skip Step forward, hop on that foot while bringing other foot forward to step and hop and switch. Slide
Slash Longer movements but powerful like punches (picture a slashing sword)
Slide Step to the side, close with other foot, step to the side again, close with other…
The need to equip the learner with skills to manage the demands of one’s study and training through integral formation. This is significant to an
Sport-life balance
athlete’s performance, longevity in the sport and preparation for life after sport.
Static Flexibility Is doing flexibility exercises on a stationary position.
Stress Anything that poses threat or challenge to body and/or mind.
Stretch Extend the limbs or muscles, or the entire body.
Is a form of physical exercise in which a specific muscle or tendon (or muscle group) is deliberately fixed or stretched in order to improve the
Stretching
muscle’s felt elasticity and achieve comfortable muscle tone.
Sway Swing unsteadily; rock by moving back and forth sideways.
Swing Move or walk in a to and fro or swaying manner.
Is a dance which refers to a group of peasants who agree to work for each other one day each week to clear the forest, prepare the soil for
Tiklos
planting
Time Refers to slow, slower, slowest/fast, faster, fastest.
Tumbang Preso Is the game that will test your skills in running, walking, and dodging in slow and fast pace in varying directions.
Turn Partial or full rotation of the body while shifting the base of support (spin to make yourself dizzy)
Twist Rotate body or body parts around a stationary base (twist upper body back and forth, keep feet still)
Waist level Is dribbling the ball on the waist level/waist and knee in between. Waist level
Walk Using the feet to advance the steps.
CODE BOOK LEGEND
Sample: PE2PF-IIa-h-14
Movement Skills MS
Domain/Content/
Uppercase Letter/s
Component/ Topic
Physical Fitness PF
-
Physical Fitness PF
Roman Numeral
*Zero if no specific quarter
Quarter Second Quarter II
Lowercase Letter/s
*Put a hyphen (-) in between
letters to indicate more than
Week Week one to eight a-h Games and Sports GS
a specific week
-
Observes correct posture
and body mechanics Rhythms and Dance RD
Arabic Number Competency 14
while performing
movement activities
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Aquino, Francisca R. Dances for All Occasions. (Manila: National Bookstore, 1985)
Aquino, Francisca R. Philippine Folk Dances Vols. I, II, III, IV, V and VI. (Manila: National Book Store,
1987) Aquino, Gaudencio V. Effective Teaching, 3rded.(Manila: National Book Store, 2003)
Austin, George. Swimming for Fitness. (London: London A and C Blad Co., 1994)
Balajadia-Ducut, Ruth M. and Pangilinan, Diana B. Manual of Standards for Research. (Manila: University of the Assumption Press, 2006)
Baum, Gartner T. Measurement for Evaluation in PE (USA: Boston Houghter Mifflin, 2000)
Borich, Gary D. Effective Teaching Methods. 5thed. (New Jersey: Pearson Education, Inc.,
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Brown, D. Dance and Choreography. (New York: Mamiston Publishing, D., 2008)
Bucher, Charles A., Foundations of Physical Education and Sports 12th edition. (USA: Mosby-Year Book, Inc., 1989)
Bucher, Charles and Krotee, March. Management of PE and Sport. (USA: Missouri Mosby Books, 1987)
Bush, Paul. All you wanted know about swimming. (New Delhi: New Down Press, 2007)
Butler, Richard J. Sports Psychology in Action. (England: Butterworth Heinemann Ltd., 1996)
Bureau of Secondary Education, Department of Education. Basic Education Curriculum. Pasig City, 2002.
Bureau of Secondary Education, Department of Education Culture and Sports. Desired Learning Competencies New Secondary Education Curriculum . Pasig City, 1991.
Bureau of Secondary Education, Department of Education Culture and Sports. Desired Learning Competencies New Secondary Education Curriculum. Pasig City,
1998. Bureau of Secondary Education, Department of Education. Secondary Education Curriculum. Pasig City, 2010
Byl, John. Co-Educational Recreational Games. (USA: New York Human Kinetics,
2002) Capon, Jack. Perceptual Motor Development. (USA: Belmont Ca. Fearon
Pittman, 1975) Clarke, Mary Crisp Clement. History of Dance. (London: Obis
Publishing, 1981)
Clement, Annie and Artman, Betty G. The Teaching of Physical Skills, (WCB Brown and Benchwork, 1996)
Corbin, Charles et. al., Concept on Fitness and Wellness. (USA: McGraw Hill Higher Education, 2003)
Danny, Sauder and Swalley Nina. Simulation and Games as Transition Change. (USA: John Hopkins University Press, 2000)
Dauer, Victor P. and Robert P. Pangrazi. Dynamic Physical Education for Children 9thed., (New York: Macmillan Publishing Company, 1989)
Dutta Pratik. Strategies on Games, tricky and practice. (USA: University of Toronto Press, 2004)
Eisner, Elliot W. The Educational Imagination, Our Design and Evaluation of School Program 3rd Edition, (New York: Macmillan, 1994)
Ellington, Henry and Gordon, Monica. Using Games and Simulations in the Classroom. (U.K.: Jen University, 1998)
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